The process of setting and evaluating student learning objectives (SLOs) has become increasingly popular as an example where classroom assessment is intended to fulfill the dual purpose use of informing instruction and holding teachers accountable. A concern is that the high‐stakes purpose may lead to distortions in the inferences about students and teachers that SLOs can support. This concern is explored in the present study by contrasting student SLO scores in a large urban school district to performance on a common objective external criterion. This external criterion is used to evaluate the extent to which student growth scores appear to be inflated. Using 2 years of data, growth comparisons are also made at the teacher level for teachers who submit SLOs and have students that take the state‐administered large‐scale assessment. Although they do show similar relationships with demographic covariates and have the same degree of stability across years, the two different measures of growth are weakly correlated.

中文翻译：

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检查学生学习目标在课堂评估和教师评估中的双重用途

设定和评估学生学习目标（SLO）的过程已越来越受欢迎，例如，课堂评估旨在实现告知教学和追究老师的双重目的。令人担忧的是，高风险的目的可能会导致SLO可以支持的关于学生和教师的推论出现扭曲。在本研究中，通过将大型城市学区的学生SLO得分与基于共同客观外部标准的表现进行对比，来探索这种关注。该外部标准用于评估学生成长分数似乎被夸大的程度。使用2年的数据，还可以对提交SLO并让学生接受国家管理的大规模评估的教师在教师级别进行增长比较。